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Executive Director’s Desk: A Look at Engineering Technology and Related Program Student Enrollment and Completion in Florida

Every year FLATE makes a formal request to the Florida Department of Education (FL DOE) for
enrollment and completion data for the A.S. degree in Engineering Technology (A.S.E.T). After filtering, sorting, and categorizing, FLATE produces an annual “Enrollment and Completion Report.” Annual improvements have included new data requests and building in our own comparatives with other related technical programs. This data-intense document provides a five-year look at enrollment and completion for the ET degree as well as the 20 college credit certificates which are associated with the degree. The data includes overall trends as well as breakdowns by college and by program, and also includes ethnicity and gender analysis for degree and college credit certificate enrollment and completion. For comparison, the tool also provides the same data elements for enrollment in other technology-focused A.S. degrees in Florida that support manufacturing industries. 

FLATE ET Degree College Network
To help us better understand the pipeline from secondary programs, we also request data for the high school programs that best align with the A.S.E.T degree and support manufacturing. Many of these are aligned to the Manufacturing Skill Standards Council Certified Production Technician (MSSC CPT) credential and takes advantage of the statewide articulation using that MSSC CPT to acquire 15 credits towards the ET Degree. The secondary program portion of the report also includes ethnicity and gender.  

A few data bytes will hopefully entice you to take a look at the full report which you can download at: http://madeinflorida.org/wp-content/uploads/2010/09/2009-2014-FLDOE-Student-Enrollment-Completion-Trend-Study.pdf. Statewide enrollment in ET continues to build and now tops 1,500 students. The ET degree currently (2013-14) represents 32% of total Florida technology A.S. degree enrollments. The new ET Bachelor Degree program (BSET) has grown from 204 in 2010 to 675 enrollments this year. College program administrators and faculty may find the statewide, college and demographics breakouts useful for various reporting requirements, targeted recruiting and program reviews.

In 2014, Seminole State College (SSC) became the 15th Florida College to adopt the ET degree,
starting with the Alternative Energy Systems Technology certificate, and will add additional ET offerings in 2015. FLATE is currently working with four additional colleges for ET adoption in 2015 or 2016.  Several colleges added new specializations and/or certificates. Information about specializations offered at individual colleges is provided on our webpages http://fl-ate.org/projects/Stackable-Credentials-Aligned-Certificates.html and http://madeinflorida.org/engineering-technology-degree/e-t-overview/ .

Other activity around the ET Degree includes a new certificate under the Mechanical Design and Fabrication specialization with additional clarification in the three existing certificates. The new certificate brings the total number of college credit certificates under the ET Degree to 20. The best place to access these certificates and all current ET degree program frameworks is the FL DOE Curriculum Framework website (http://fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/2013-14-frameworks/manufacturing.stml). Additionally, a small group of offering colleges and their industry partners reviewed and updated the Electronics specialization curriculum as required by the FL DOE.

With new 2014 MSSC standards, the alignment of the ET Core to the MSSC CPT was also reviewed by all colleges offering the degree to determine if there should be a change in the number of credits articulated for that certification. After much discussion, the ET degree offering colleges voted via a survey mandating the number of credits they believed should be granted for the MSSC CPT.  The survey did not indicate a clear majority for changing the number of articulated credits at this time.  Although the articulation is based on a mapping of the ET core frameworks to the MSSC standards, the articulation agreement does not specify which credits a college must give an incoming CPT holder. Each college can still make that individualized decision and many have opted to make one of the articulated courses one of the program electives. Most colleges also felt they could adjust their programs to address any local concerns for the articulation.

We look for a year of continued growth in the ET Degree with some new programs, new faculty, and, of course, new students. As we close out the year, I also urge you to read rest of the articles in this edition of the Focus where we have a guest contributor from Tallahassee Community College providing an Analysis of Industry & Education needs in Engineering. The spotlight is also on one of our regional manufacturing partners and their efforts to build awareness about manufacturing in Volusia and Flagler counties. December is also time for us to hit the pause button to recognize 2014 FLATE Awardees. Be sure to congratulate Aubri Hanson, recipient of the 2014 Post Secondary Educator Award. The FLATE team wishes everyone a very happy holiday season and restful winter break. Don’t miss this month’s special holiday edition of the sTEm-at-Work puzzle; I have a feeling it will be jolly! 

Assistant Professor of Technology at GCSC Receives 2014 Manufacturing Post-Secondary Educator-of-the- year Award

Image Source: News Herald
Last month we highlighted, two of our FLATE awardees (Ken Jurgensmeyer and Russ Henderlite); this month the spotlight is on Aubri Hanson, recipient of the 2014 FLATE Manufacturing Post-Secondary Educator-of-the- year award. The Award recognizes a community college, or technical school educator for outstanding contributions to manufacturing and/or engineering technology education. Hanson who is the assistant professor of technology at Gulf Coast State College in Panama City, FL joins a distinguished array of educators who have received the award. Nominees demonstrate a proven impact on technology education at the local, state, and/or national level, and represents FLATE’s commitment to support and recognize post-secondary faculty who make significant contributions to the education and training of today’s advanced manufacturing workforce.

Hanson received the Award during the awards luncheon at the Annual Manufacturers' Association of Florida Summit on December 3, 2014 at the Sandestin Golf and Beach Resort in Destin, FL. “Manufacturing is the bedrock of our national economy and there are several reasons I think manufacturing education is important” said Hanson.  Even before being nominated for the Award, Hanson had already made a mark as a dedicated and outstanding educator.

Hanson is an active member of the International Society for Automation, and serves as the technical
program Chair for the International Instrumentation Symposium. Hanson also played a leading role in aligning GCSC’s engineering technology curriculum to the FLATE statewide A.S.E.T model during her first year as full time college faculty, and added Mechatronics certificate at GCSC. During her tenure at GCSC, Hanson has hosted multiple recruitment events, local television spots, tours and events to promote manufacturing education and women in technology. Enrollment into the engineering technology program at GCSC also increased over 400% during her tenure as GCSC ET program manager, and GCSC boasts of 95% job placement for ET graduates.

Hanson is a strong believer in community/industry partnerships and has successfully built in-roads
for industry and educators to build a sustainable partnership. “The USA must be a producer of goods, as well as a consumer in order to maintain our place in the global marketplace” said Hanson. Manufacturing education, she says, bridges the gap between the engineers and the assembly line workers. Given her stance, Hanson has established numerous partnerships with local industry who currently serve as advisors for GCSC students and graduates. “It is vital that we train the next generation to avoid losing those jobs to other parts of the world, to fill the skilled labor positions that are already available, and to lower the national unemployment rate.” She worked directory with Florida TRADE grant to ensure success of common initiatives and established 2+2 partnership with FAMU to allow GCSC graduates to obtain B.S.E.T degrees without having to leave Panama City. “We all must recruit, educate, encourage, and employ the individuals who have always and will continue to form the backbone of our nation's economy” said Hanson.

2014 marks the eighth year of the FLATE awards. Since the implementation of the program in 2006, FLATE has recognized 14 educators at the secondary and post-secondary educational level, and seven industry partners. For more information on Aubri Hanson email her at ahanson@gulfcoast.edu, (850)769.1551 ext. 4868, or visit http://etdegree.org/gulf-coast-state-college

FLATE Awards Ceremony and the Annual MAF Summit

The 2014 FLATE Award winners were recognized last week at the Annual Manufacturers Association of Florida Summit and Global Marketplace held in Destin, FL. Russ Henderlite, from Peterson Academy (Jacksonville), Aubri Hansen, Gulf Coast State College (Panama City) and Ken Jurgenmeyer, Heat Pipe Technologies and MiTEC (Tampa) we sleeked by the FLATE Industrial Advisory Committee Awards Committee.

FLATE Award process includes a 2-3 month nomination time window for anyone to nominate a deserving colleague working in manufacturing education. After then nominations close, FLATE staff sort the nominees into three categories; review individual nominations and applications and submit the nominee package to the Awards committee. The committee members individually reviews and score the nominees using a rubric the committee developed and has refined over the years. A short conference call is the venue for compiling the scores and final discussions and awardee selection. The committee selections are submitted to the FLATE leadership team, who contacts the winners.

Since the implementation of the Awards program in 2006, FLATE has improved the process moving award selection from the FLATE leadership team to our Advisory Committee, streamlining the required nominee documentations, and developing a standard rubric for scoring. FLATE would like to thank this year's Award Committee members: Tina Brudnicki of Baxter and Chairperson of FLATE's IAC; Marika Rogers of Lockheed Martin, and Mark Gaudio of Jaeger Education. “The MAF Summit provided a good venue for the FLATE awardees to network with each other and other Florida manufacturing stakeholders” said Dr. Marilyn Barger, executive director of FLATE.

Congratulations again to our 2014 FLATE Awardees who so strongly support manufacturing education and training in our state. We look forward to your nominations next summer for the 2015 FLATE Secondary Educator of the Year; 2015 FLATE Post-Secondary Educator of the Year, and the 2015 FLATE Distinguished Service to Manufacturing Education Award. You can learn more about the FLATE Awards on our website http://fl-ate.org/projects/awards.html.


List of Current & Past Award Recipients

Click on image to enlarge



An Analysis of Industry and Education Needs in Engineering

The National Science Foundation (NSF) awarded the project “Developing an Engineering Technology Workforce to Meet Employers’ Needs” to Tallahassee Community College in partnership with several industry and education partners in 2012. The goal of the Students in Engineering Technology (SET) project is to address employers’ needs by producing highly skilled and educated technicians who are prepared to enter and succeed in the field of Engineering Technology (ET).   

In order to gain insights about engineering industry needs and to develop strategies to address those needs, two surveys were conducted. The first survey asked engineering industry professionals (N=50) to rate the importance of knowledge, skills, and characteristics needed for success in the field as well as share their perceptions including which industry certifications are most important in the field. The second survey asked engineering educators (N=37) to share challenges they face as educators in the field. They were also asked their thoughts on how to better retain students and make science, technology, engineering, and mathematics (STEM) more appealing, what hurdles students face in becoming interested in STEM coursework, and what students want from a STEM degree and coursework. Educators also ranked the importance of specific skills in the workplace and the emphasis placed on those skills in their programs. Finally, they were asked to provide their thoughts on how to better attract female students to the field.

The surveys revealed interesting results. Several factors considered by engineering educators to be very important skills in the workplace were considered not to be as emphasized in the program. Examples include:
  • Ability to communicate verbally and in writing - 97.3% of respondents say it is extremely important in the workplace but only 51.35% of educators say it is emphasized as very important in the program. On the industry survey, it received a 4.34 rating on a scale of 1-5 in terms of importance.
  • Ability to plan and manage time - 86.11% of educators say it is very important in the workplace but only 41.67% of respondents say it is emphasized as very important in the program.
  • Ability to work in a team - 80.56% of educators say it is very important in the workplace yet only 55.56% of respondents say it is emphasized as very important in the program.
  • Ability to apply knowledge in practical situations - 83.33% of educators say it is very important in the workplace but only 47.22% of respondents say it is emphasized as very important in the program. 
Engineering industry professionals rated several items very highly that were also rated very highly by engineering educators.
  • Strong work ethic
  • Verbal and written communication
  • Interpersonal skills
  • Computational and math skills
Hands-on experience is critical. Both surveys found that hands-on experience is key. The number one rated response by engineering educators for retaining high school and college students in engineering technology programs is field trips. Hands-on experience was rated extremely important in the industry survey, too, with a rating of 4.42 on a 1-5 scale with regard to career success.

With regard to item 1, engineering educators were asked to indicate the importance in the workplace and the emphasis placed on it in the program for a variety of skills and competencies. An excerpt of the more revealing results appears in Figure 1.

Figure 1: Excerpt from NSF Engineering Educator Survey Results - Question 9
Preliminary data obtained from the Florida TRADE Advanced Manufacturing program support the concept of having more hands-on learning opportunities. Approximately 90 percent of students enrolled in the CNC Machine Operator program successfully completed the courses. Those who did not complete the courses received unsuccessful grades in courses with more lecture-based versus hands-on lab components. In the degree program, the Introduction to Electronics course (more lecture-based) had an average GPA of 3.1 compared to the Motors and Controls course (greater lab content) which had an average GPA of 4.0; both courses are taught by the same instructor.
To illustrate the needs, in the engineering educators survey, respondents were asked, “What are the challenges of an engineering technology instructor (high school and college) to relate concepts to real-world applications, and to incorporate practical contextual teaching for greater student understanding and success?”

The results are ranked in Figure 2 in order of responses:
Figure 2: Excerpt from NSF Engineering Educator Survey Results – Question 3
Many ideas were shared in an open-ended question to about how to better attract female students to the field. Examples of responses include using current female students and female alumni to reach out to potential female students, providing additional mentoring and STEM research opportunities to new and potential students, featuring female engineers in promotional materials, and engaging girls in middle school including with industry professionals and with summer work opportunities. 

A great deal of beneficial information was gathered from the engineering educators survey and the
industry professionals survey including by comparing results. Survey outcomes will be used to inform the development of an instructor guide to help engineering educators better attract and serve students in the engineering technology program and to prepare them for career success. It will also help program administrators make adjustments to their efforts to attract and retain students to the program.

Engineering educators should use this information to help them better serve students. Bruce Batton, project director, says that the key to success is to move more to contextual learning including having discussions in a lab environment instead of in a classroom environment. “We have good content and excellent partnership with industry, but more of that discussion needs to be standing beside the equipment. Then it feels a lot less like theory and more like application.”

Both surveys were conducted and analyzed by NSF evaluator Gabrielle K. Gabrielli, Ph.D. of Gabrielle Consulting, Inc. Complete survey results can be requested from the evaluator via email at gabrielle@gabrielleconsulting.com. 

sTEm–at-Work Puzzle #44: Santa Workshop special Edition

The answer to lastmonth's puzzle will be discussed next year (And, I know you can all hardly wait). Meantime, here is some breaking news. 

Technicians at the Santa Workshop are, as expected, working overtime for the next couple of weeks.
  One of the tasks is to determine the red light luminescence of a particular reindeer's nose.  The Elf in charge of this measurement presented the data below to Santa for an additional professional opinion.  The light meter used to test the reindeer's "nose glow" is sensitive to all the colors in the rainbow but particularly sensitive to red light at Christmas time. The meter is also battery powered so that the Elf can go into the forest behind the workshop at night to find the reindeer and then make the measurements.  Both Santa and the Elf know that red light has a long wavelength.  Both Santa and the Elf also checked to confirm that Rudolph is in perfect health.   (In addition, both Santa and the Elf made an eye doctor's appointment for Rudolph so he could really play in those reindeer games.) Finally, both Santa and the Elf (as they listened to their favorite Christmas Gene Autry ballad) knew the correct answer for this month's special puzzle question!! 



The battery in the light meter needs to be changed. Yes or No. Submit your answers below the blog post, or on www.fl-ate.org

Great American Teach-In Spurs Interest of Future (ninja) Innovators in STEM & High Tech Manufacturing

Every year, in November, FLATE staff, take a break from their in-house responsibilities and step out
to share their professional knowledge and experience with local students. The effort is part of the Great American Teach-In, a national initiative targeted to offer students, educators and industry professionals across the nation a platform to exchange ideas and best practices on a vast range of topics. Take for example, the story of the elementary school student, who when asked on NPR (National Public Radio) what he wanted to be when he grows up replied “a ninja turtle.” Great American Teach-In is, indeed, targeted to shape the minds of such future (ninja) innovators. The program, according to Great American Teach-In, has helped learners visualize and discuss ideal learning environments leading to the cultivation of innovative thinkers in society.

This year, as in the last few years, FLATE partnered with several schools and industry partners in the
greater Tampa Bay area to give local students an overview of STEM-related careers and its connection to high-tech manufacturing. On November 20, approximately 300 students and teachers from Pinellas and Hillsborough counties visited several regional high-tech hotspots in the greater Tampa Bay area and got an up-close look at careers and educational pathways in high-tech manufacturing. Nina Stokes, project manager for FESC, gave two presentations to approximately 60 students and educators from Philip Shore Elementary School in Ybor City. “The two, all girls classrooms at Philip Shore Elementary School, were very interested and animated” said Stokes. Desh Bagley, outreach manager for FLATE also spoke to 185 second and third grade students  at Sheehy Elementary School and 50 fourth grade students at Cimino Elementary School in Tampa. Students asked meaningful questions said Bagley, and and got to meet with Brandon--the NAO robot.

In another “show and tell” type presentation, Kenneth Jones, from Hillsborough County spoke to 25,
fourth-grade students from Melrose Elementary School in St. Petersburg, FL, about careers and career pathways after high school. Students were given printed copies of the “Manufacturing Heroes Activity” book, and discussed educational requirements and opportunities offered by STEM-based careers. Jones encouraged the students to continue the conversation/discussion with parents, and urged teachers to organize a field trip for students to visit local manufacturing facilities.

Besides taking an active role in student presentations and organizing the tours itself, industry partners sponsored lunch for students and paid for the buses that transported students back and forth from school. Teachers who accompanied the students on tours and presentations also played a vital role. In that they were effective in connecting what students saw and learned back to their classroom, which greatly enhanced students’ learning experience.

“Great American Teach-In was a great collaborative success” said Dr. Marilyn Barger. Barger, principal investigator and executive director of FLATE, said the hope is “to educate and motivate students to explore unique career options in manufacturing,” and bring the world of high-tech manufacturing into the classroom of local schools. To participate in Great American Teach-In next year contact your local school district. For information on FLATE-led local and statewide STEM based projects contact Dr. Marilyn Barger at barger@fl-ate.org, or visit www.fl-ate.org and www.madeinflorida.org.

VMA Showcase and History Exhibit Builds Awareness about Manufacturing in Volusia and Flagler Counties

Florida may be a popular destination for vacationers around the globe, but there is much, much more
to the sunshine state than those warm sandy beaches. Florida is emerging as a hotspot for manufacturers and is according to a report compiled by VMA Inc., the Volusia, Flagler and surrounding counties manufacturing alliance, the 12th largest manufacturing state and one of three largest net exporting states in America. Indeed, regional manufacturers associations, like the VMA, serve as a driving force in promoting manufacturing. VMA was founded in 1980 by local manufacturers and is considered a leader in providing information, education and networking opportunities to help manufacturers succeed and expand.
                   
VMA’s programs are geared to promote growth and economic well-being of regional manufacturers.
A core part of VMA’s vision/mission lies in building a cohesive network of partnerships with local manufacturers. The VMA Manufacturers Showcase, for example, is one of its many industry-centric initiatives streamlined to promote and/or build awareness about high-tech manufacturing in Volusia and Flagler counties. The Showcase was held at Embry Riddle Aeronautical University on October 2, 2014. 

Turnout for the Showcase was phenomenal. According to Fifer, approximately 95 exhibitors participated at the VMA manufacturing alliance’s eighth annual 
manufacturers showcase this year, and drew 1,500 people, the largest turnout ever. “Manufacturing is thriving in Florida with average annual wage of $52,000 (up from $48,000 last year) for manufacturing jobs in Volusia County” said Jayne Fifer, VMA president & CEO. This year’s manufacturers’ showcase included a job fair with 26 local employers who were looking to fill more than 300 high skilled positions such as engineering, software designers and production workers. The manufacturers showcase also featured displays by manufacturers throughout Volusia and Flagler counties, a robotics competition that involved six area high school teams and an art show of exhibiting products/artifacts that were created using precision machining tools.

In addition to the Showcase, the VMA developed a Manufacturing History Exhibit for the Halifax Historical Society that chronicled the growth of manufacturing sector in Volusia County, from the 1700s to present. “We want to show the world what manufacturing has contributed to the community over the years” said Fifer who notes Volusia County is home to diverse manufacturers who make anything ranging from sun tan lotions, to boats, medical devices, parachutes and even virtual-reality simulators. The Manufacturing History Exhibit, which ran from July to November,  was the brainchild of Holmes Davis, a historical society board member and former manufacturing industry employee who began his career in manufacturing in the 1950s. Davis, came up with the idea for the project and called upon VMA to help.

The Manufacturers Showcase and History Display were part of VMA’s “We Make it Here!” campaign to raise public awareness about manufacturing in Volusia and Flagler counties. “It’s important for people to know their history and what they should be proud of” said Fifer. For information on VMA and/or manufacturing related initiatives in Volusia County, contact Jayne Fifer at 386.673.0505/jayne.fifer@vmaonline.com. For information on FLATE’s portfolio of statewide manufacturing curriculum, training, professional development tools/resources, contact Dr. Marilyn Barger, executive director of FLATE at barger@fl-ate.org, or visit www.madeinflorida.org and www.fl-ate.org.


VMA 8th Manufacturers Showcase Video (Source: http://vmaonline.com/) 

SkillsUSA Florida Mechatronics Competition

Steve Cercone, from Bluegrass Educational Technologies, is the new Chair for the Florida SkillsUSA
Mechatronics Competition. Cercone is looking for competitors to register for this year’s SkillsUSA state competition in April. The following is a description of the competition:

Description
SkillsUSA competition requires contestants to understand the new industrial discipline of "mechatronics," the ability to understand complex systems that integrate various elements in the mechanical, fluid power, and controls domain, combined with the ability to work in a team environment with people of different areas of expertise. Mechatronic specialists must therefore have well development skills in pneumatic technology, electrical and electronics systems, mechanical systems and general automation techniques and practices, including systematic troubleshooting methods. This competition consists of three events designed to measure the skills required in the modern automated manufacturing environment. Contestants will be required to assemble, adjust and test an automated machine system, troubleshoot and repair a faulty machine system and take a
comprehensive written test. The contest elements have been designed to be as realistic as possible, closely resembling the tasks and activities of modern automation professionals. High school teams of two will compete in a construction phase and a troubleshooting phase. In addition, there will be an individual oral interview.

If you have any questions or would like additional information, please contact Steve Cercone at  813.413-7836, or scercone@bluegrassET.com

Executive Director Examines how Recommendations from President’s Council of Advisors on Science & Technology Affects Florida

Manufacturing Day and Month are now over for 2014, but we at FLATE plan to continue our work to change the perception students and parents have about careers in manufacturing as well as work on getting today’s current advanced manufacturing topics into the actual secondary and post-secondary technical programs. To support our own efforts in Florida and to provide ongoing momentum for manufacturing in our country, last week the President’s Council of Advisors on Science and Technology provided to the Executive Office of the President (EOP) a roadmap for action. The executive summary of the report outlines recommendations in three categories (pillars): (1) Enabling Innovation (with 5 recommendations); (2) Securing the Talent Pipeline (with 4 recommendations), and (3) Improving the Business Climate (with 2 recommendations).  A final ”implementation” recommendation is that the National Economic Council (EC) and Office of the Science and Technology Policy (OSTP) provide guidance as to the role of the EOP in coordinating the government’s role and the roles of various federal agencies for the implementation of the recommendations.

Looking at some of the details, the recommendations for “Enabling Innovation” outlines suggestions to provide infrastructure (including communication) and resources to support all phases of innovation for new products, technologies, and manufacturing processes. Recommendations to support an improved manufacturing business climate focus on optimizing stakeholder interactions and communications about markets, supply chains, technologies etc., and increasing access to capital investments. Closer to home and our work at FLATE, are the recommendations of the Talent Pipeline pillar.

The four recommendations under this pillar are to: 1) launch a national campaign to change the image of manufacturing and support National Manufacturing Day’s efforts; 2) Incentivize private investment in the implementation of a system of stackable skill certifications; 3) make online training and accreditation programs eligible for federal support; and 4) Curate the documents, toolkits and play books developed by AMP 2.0.  (The Manufacturing Institute will be the curator of the publications). 

Over the past few years, there have been a number of national and regional efforts to change the
community perception of manufacturing in the U.S. In addition to FLATE’s own “Made in Florida” outreach initiatives and activities, there are a number of national efforts. These include: the national Dream It, Do It campaign; ChampionNow!; The Edge Factor video and curriculum series; American Made Movie and its educational resources; increasing number of student robotics competitions, commercial and college level design and innovation competitions; and the growing grassroots efforts of the “Maker Movement”. Some of these are partnering around the co-sponsored national Manufacturing Day. Hopefully, this alignment will continue so efforts do not compete, but grow more cooperative. Most have a special niche in the social puzzle of changing perception and changing culture. Partnering is the key to maximizing the efforts.

The second and forth recommendations of the talent pipeline pillar provide support to the Manufacturing Institute’s (MI) ongoing efforts to integrate industry credentials into technical education for manufacturing. Incentivizing the use of industry credentials (#2) is certainly a national policy push, and the resource development and dissemination (#4) will provide support resources for local efforts. The new “toolkits” are already available on the MI website. Each of the toolkits was developed to help a particular stakeholder group: educators, industry, and the community. They include some “how to” ideas and best practices as well as templates for approaching and presenting to various partners. 

In Florida, industry credentials have been a strong and robust component of the technical education landscape for nearly a decade, especially in our secondary schools. As part of the Florida gold standard for career academies, Florida CTE students have been earning industry credentials along with their diplomas and using them to articulate credit to associate level technical programs since 2007. Although industry credentials are now part of the way we do business in Florida’s public education system, we still need to engage more employers and add industry credentials to preferred hiring criteria along with educational credentials. We invite everyone to review pathways, articulations, and alignments of our associate degree in Engineering Technology that supports manufacturing statewide and now is offered at 15 Florida colleges (http://fl-ate.org/projects/Stackable-Credentials-Aligned-Certificates.html).


Changing gears, I invite you to catch up with more news stories in this November edition of the FLATE Focus. Give a shout out to our FLATE Awardees. While perusing through the articles take a stab at this month’s new sTEm puzzle, and get up-to-speed with the hottest trend in manufacturing as we explore 3D printing as a new technological frontier to engage students in STEM and manufacturing. We have also tabulated all the surveys and post event data from National Manufacturing Day in Florida and you can track some remarkable strides FLATE and its partners have taken to make national manufacturing day in Florida a statewide success. It truly was a cohesive effort and the kudos goes not to one organization alone but to everyone who contributed to making this a successful endeavor. We also have a guest writer this month from Florida TRADE @HCC who brings you a story outlining their strategic efforts in getting veterans credentialed and ready to work in a high-tech industry. 

Director of Manufacturing Operations at Heat Pipe Technology to Receive Distinguished Manufacturing Service Award

FLATE annually recognizes industry partners who have played
prominent role in the outreach, education, and training of today’s advanced manufacturing workforce. Ken Jurgensmeyer, director of manufacturing operations at Heat Pipe Technology, Inc. in Tampa has been selected for the 2014 FLATE Distinguished Service Award. The FLATE Distinguished Manufacturing Service Award recognizes key personnel for outstanding contributions to promote technology education and career awareness in support of manufacturing.

The Award is a much deserved accolade. Jurgensmeyer brings a wealth of knowledge and experience to the field of manufacturing. He says “growing manufacturing in the United States is essential to the future of our country and to the growth and stability of local communities.” To that effect, Jurgensmeyer believes education and changing the mindset are keys to one’s success. He understands the need for American manufacturers to adopt and apply advanced manufacturing techniques. To maintain a competitive edge in a global marketplace, he underlines the need for a “whole new level of technicians” who have specialized, transferable skills and are trained in multiple areas such as fabrication, assembly, logistics.

Given his longstanding expertise, he is engaged in several prestigious projects and initiatives.
Jurgensmeyer, is the Chairman of the Manufacturing Task Force for the Tampa Bay Economic Development Corporation where he reviews the skills gap the currently inhibit growth of manufacuring jobs in the Tampa Bay area. He is also the Chairman of the STEM Advisory Board in the Tampa Bay area. He is also the Chairman at Middleton High School, as well as a board member of the Upper Tampa Bay Manufacturers Association, Brewster Academy for Technical Advisement and Technical Advisory to the Curriculum on Hillsborough Community College’s manufacturing programs. As a board member for the new manufacturing academy in association with the Florida TRADE grant, Career Source and Hillsborough County School District, Jurgensmeyer oversees development of internships and coop programs for mechanical/industrial engineering students at the University of South Florida in Tampa. He also recently served as one of the judges for the Manufacturers Association of Florida (MAF) statewide STEM program promotion.

Jurgensmeyer has also been a leading advocate for promoting hands-on knowledge for students. He promoted and supported numerous tours at Heat Pipe Technology, Inc., for 2014 Manufacturing Day in Florida. Recent tours include tours for Middleton High School students, Girls Scouts, Bright Horizons engineering summer camps, Hillsborough County School board members and tours for local LEGO FLL robotics clubs. He is a member of the American Society of Heating and Air Conditioning Engineering’s, MAF and the American Society for Quality.

Jurgensmeyer will receive the FLATE Distinguished Manufacturing Service Award during the awards luncheon at the Annual Manufacturers' Association of Florida Summit, December 3-5, 2014 at the Sandestin Golf and Beach Resort in Destin, FL. 2014 marks the eighth year of the FLATE awards. Since the implementation of the program in 2006, FLATE has recognized 14 educators at the secondary and post-secondary educational level, and seven industry partners. To contact Ken Jurgensmeyer email him at ken@heatpipe.com, or visit www.heatpipe.com. You can also read a current news story  on Jurgensmeyer published on Business WireFor information on the FLATE awards, or to nominate an industry colleague for next year's awards, visit http://fl-ate.org/projects/awards.html, or conatct Dr. Marilyn Barger, executive director of FLATE at barger@fl-ate.org. 

Robotics & Advanced Manufacturing Instructor at F. H. Peterson Academies of Technology to Receive the 2014 FLATE Secondary Educator Award

FLATE awards have served as an effective tool in recognizing educators and industry colleagues who have stepped beyond their call of duty to promote excellence in manufacturing and STEM education. At the secondary and post-secondary education level, FLATE Awards recognize excellence in teaching in a Florida High School in a program that supports the Manufacturing industry in Florida. In addition to teaching excellence, the awardee is expected to work personally with his/her students and with local industry partners for continuous improvement of the academic program, keeping it closely tied to industry needs.

This year marks the eighth year for the FLATE Educator award program. The awards serve as a mark
of recognition for educators like Russ Henderlite who has been a strong supporter of Manufacturing Education and outreach at the secondary education level. Henderlite is the recipient of the 2014 FLATE secondary educator of the year award and was chosen from a pool of qualified and dedicated colleagues who were nominated for the award. “Manufacturing education is critical to provide a skilled workforce to continue our nation’s ability to compete in a global market” said Henderlite. He is the founding instructor for the robotics and advanced manufacturing academy at Frank H. Peterson Academies of Technology (FHP) in Jacksonville, FL.

Prior to becoming a high school teacher, Henderlite spent 20 years in the U.S. Navy involved in nuclear power plant operations and maintenance. During his tenure with the navy, first as a nuclear prototype instructor, then as a nuclear repair coordinator he encountered first-hand, students' lack of knowledge in performing routine and corrective maintenance operations. These experiences influenced his decision to become a teacher when he retired from the Navy and provided an understanding of many weak areas students have when they join the workforce.

Henderlite's 18 years of teaching experience is focused primarily on imbibing hands-on skills and trouble-shooting techniques. “I constantly challenge my students to think not only about what they are doing, but why they are doing it, and what the end result will be.” He also works very closely with local manufacturers which has enabled him to concentrate on filling the skills-gap faced by local manufacturers, and helping students develop critical thinking skills, problem-solving ability and improved communication skills. Henderlite also strongly encourages local manufacturers to offer internship programs so students can gain a real-world knowledge and understanding of manufacturing processes.

As an educator Henderlite has made several outstanding contributions to manufacturing and/or
engineering education at the local and statewide level. To promote interest in manufacturing, he identified current technologies for acquisition such as 3D printing and robotics equipment to excite and attract FHP students to manufacturing careers and educational pathways. He also partnered with Florida State College at Jacksonville to develop a welding program for training students under the Florida Trade Grant to meet needs of business partners like BAE Systems, Kaman Aerospace and other manufacturers located in Florida First Coast region. He is a member of the First Coast Manufacturers Association (FCMA) Workforce Development Committee for the past two years, and has played an active role in Manufacturing Day in Florida tours both in 2013 and ’14 where he took 180 students (80 in 2013; 100 in 2014) on industry tours of Vistakon, SAFT Batteries, Boeing and Gerdau Ameristeel. Henderlite has also established FHP as an MSSC testing center and recently served as a member of the career academy best practices panel member along with two FHP students at the Florida STEM Forum.

Indeed, FLATE Awardees have distinguished credentials that they have used to promote excellence in manufacturing on a statewide level. Award winners were selected from submitted nominations from around the state. They are judged by an awards committee from FLATE's Industrial Advisory Committee and not the FLATE leadership team, or staff. Awardees will be recognized and bestowed with their Award during the Annual Manufacturers' Association of Florida (MAF) Summit taking place December 3-5, 2014 at the Sandestin Golf and Beach Resort in Destin. 

For more information on the robotics and automation program at F.H. Peterson Academies of Technology in Jacksonville, email Russ Henderlite at henderlitr@duvalschools.org, or visit http://dcpspublic.oncoursesystems.com/school/webpage/689666. For more information on the FLATE awards program and to view this year’s nominees, or earmark a colleague for next year’s awards visit http://fl-ate.org/projects/awards.html, or contact Dr. Marilyn Barger, executive director of FLATE at barger@fl-ate.org.


Data from National Manufacturing Day in Florida Reflects Remarkable Gains & Progress

Last month we talked about FLATE's national manufacturing day in Florida strategy which enabled more than 3000 middle and high school students from 39 counties to tour 95 high-tech manufacturing facilities as part of National Manufacturing Day and Month in Florida. In comparing data from last year, post event data and evaluation results have been encouraging and reflect an overall increase in several spheres.

Crunching the Numbers
To start with, the number of counties impacted increased from 24 in 2013 to 39 in 2014, with number
of county proclamations more than doubling from 12 to 27. Number of participating students
Click on image to enlarge
increased from 2331 to 3150. Total number of industry tours also increased from 68 to 95. Participating manufacturers statewide increased from 72 in 2013 to 88 in 2014; tour hosts increased from 225 to 264. Parental involvement/parents going on tours also saw an upturn from 71 to 113; teachers/educators going on tours also increased from 110 to 174. Manufacturing Day/month in Florida-related activities spanned over the entire month of October and commanded a formidable national presence with Florida leading the nation in the number of industry tours for students. By all counts and purpose Manufacturing Day in Florida was successfully implemented through statewide participation and strategic partnerships with regional manufacturers associations, industry and educational partners across Florida.




Post Event Survey Results
This year as in last, a core part of FLATE’s strategy lay in its effort to devise a comprehensive survey model to survey participants that included industry hosts, educators and students who participated in
a manufacturing day/month- related event or industry tour. Post event surveys serve not only as an indicator to gauge success of FLATE’s efforts to reach out to students, educators and industry across Florida, but also serves as an effective mechanism to improve upon some of our tried and tested methods that have positioned the “Made in Florida” industry tours as a successful model for other organizations and/or states to emulate and expand upon. “Florida ranks number one in the nation for having the most Manufacturing Day events and for providing usable data enhancing students' perceptions of careers in manufacturing" said Desh Bagley, FLATE’s outreach manager. Bagley notes "surveying students statewide for manufacturing day could not be done without the collaborative efforts of Florida's Regional Manufacturers Associations, FL TRADE colleges, Florida school district personnel, and Florida manufacturers.” This cohesive relationship also enabled FLATE to provide all Regional Manufacturers Associations in Florida with a summary of statewide manufacturing day data from surveys received by FLATE as of Oct. 31, as well as summary survey data for local surveys forwarded to FLATE from regions across the state.

“Early reports from the 1,286 student surveys received by Oct. 31 reflect success” said Dr. Marie
Boyette, associate director for FLATE. Survey results show 95% of touring students responding to surveys stated that they learned about technologies used in advanced manufacturing industries, and learned something new and interesting about manufactured products. Approximately, 92% (1,146) students also stated they would recommend the tour for other students. Over 1,000 students agreed or strongly agreed that the tour provided them with the opportunity to better understand how STEM subjects learned in school are put to work in advanced manufacturing industries. There was a +18% increase in consideration of a career in advanced manufacturing after the tour.

On the industry side of the continuum, 14 industry hosts for Florida’s 2014 Manufacturing Day responded to an online survey asking about their experience with FLATE’s “Made in Florida” industry tours. An overwhelming 100% felt that the tour was a good use of their company’s time and resources. Industry hosts felt that the tours encouraged the pursuit of American manufacturing as a potential career option especially at a time when the bulk of manufacturing is moving overseas. Industry hosts also stated that the tours provided local manufacturers with the chance to expand students’ knowledge about the types of jobs available to them in the community. “Tours provide advanced manufacturing workers with an opportunity to come together to show off the facility and what they do. It is a great team building event.” Hosts observed that students were prepared to learn and ask questions, which is great for the company’s presenters. They also stated that the tours served as a conduit between manufacturers and local educational facilities opening a pathway for partnership which “could lead to future internships and employees.”

In terms of the educators, 27 middle and high school teachers reported an overall positive experience.
Half of the teachers received and used a link to FLATE’s online “pre-tour” lesson plans before the tour. Seventy percent educators who used/implemented the lesson plan found them to be ‘very useful and relevant.’ Sample response from educators included: “The video was GREAT!! Kids really liked it. Activity was a good exercise in finding supporting details and evidence.” Hundred percent of the teachers found the tour helpful in understanding more about Florida high-tech jobs and career opportunities. The same percentage also stated the tour demonstrated how STEM subjects learned in school (science, technology, engineering and math) are put to work in high- tech industries, and that they would promote a career in advanced manufacturing for their students.

Feedback on New Manufacturing Day Curriculum
As part of FLATE’s commitment to a continuous improvement process, this year FLATE added a
new comprehension instructional system (CIS) for middle and high school curriculum based on the “Made in Florida” industry tour experience. As mentioned in last month’s article, the lesson plan was piloted and used by several schools across Florida as part of 2014 Manufacturing Day. All five teachers participating in the MFG DAY beta testing for this curriculum felt that the CIS tour-associated lesson plans helped implement the common core (literacy) requirement. Hundred percent agreed/strongly agreed the curriculum and tour helped stimulate critical thinking and inquiry among students, and was a good way to integrate STEM learning into mainstream curriculum. Additionally, 100% of the teachers stated they would use the lesson plans again. Teachers felt that the curriculum built vocabulary, helped students better understand the variety of manufacturing careers and job skills involved, and provided insight into the way STEM subjects are put to work in high tech industries. “I thought it was an excellent tour and lesson that helped to spark an interest in manufacturing for my students” stated one of the teacher in a survey. Other comments included: “Fantastic! This was my first year to be involved with FLATE and MFG Day. ‘Very well done! I hope we are invited back next year. ‘This was an awesome opportunity, I am very glad my class was able to be a part of this experience.”

#MFGDayinFL Goes Social!
Stepping aside from the data train we have some fun facts to report on for Manufacturing Day in
Florida. FLATE’s selfie-thon concluded on October 31 with submissions on our Facebook page as well as our Twitter profile. The winner of the#MFGDayinFL selfie-thon are: Desiree Harmon. Desiree is the first female industrial mechanic hired by Cemex—a global company in Brooksville, FL. You can read more about her in the June 2014 issue of the FLATE Focus. Other noteworthy submissions also included a selfie from Jennifer Stepniowski from Pride elementary school, Elizabeth Simpson from Engineering Academy at Greco Middle School and a group selfie of East Lake High School students during their tour of Southern Manufacturing Technologies in Tampa. Stepniowski’s selfie featured students from Pride Elementary watching LEGO manufacturing fun facts & production videos as part of their manufacturing day curriculum. Simpson’s selfie featured 8th grade students doing common core lessons on assembly. All selfie submissions along with a manufacturing day gallery are available for viewing on the sidebar of the newsletter. Do send in your photos and/or news stories from Manufacturing Day tours if you have any, or that we may have missed.

American Made Movie Enriches MFG Day in FL Experience
In addition to the selfie contest, FLATE also partnered with the Bay Area Manufacturers Association, the Tampa chapter of the Society of Manufacturing Engineers and Upper Tampa Bay Manufacturers Association to sponsor a communitywide screening of the “American Made” movie at Middleton High School in Tampa. Following the screening, a discussion panel, where Executive Director of FLATE, Dr. Marilyn Barger served as a panelist, shared ideas and efforts to support the “re-shoring” of manufacturing in the community. The movie and the discussions that followed were “very nice and informative” said Mark Smith from Brewster Technical Institute.

Looking Ahead
Manufacturing Day/Month for 2014 has concluded, but the effort to educate, train, employ and impact the next generation of high-tech workers who are also innovative thinkers, extends beyond a single day, or month. For more information on national manufacturing day visit the national manufacturing day website. For information on industry tours for middle and high school students, award-winning STEM based curriculum and activities visit www.madeinflorida.org, or contact Dr. Marilyn Barger at barger@fl-ate.org.

sTEm–at-Work Puzzle #43: Battery Recharge expectations

A major customer of a high performance battery manufacturer has a critical, mission-specific performance expectation from the lithium batteries they purchased. The Quality technician for the manufacturer can only authorize shipment of all of the batteries from each manufactured lot after a statistically valid sampling and subsequent testing of all the batteries in that sample have been performed. If just one of those tested batteries does not at least meet the minimal charge/discharge specifications established by the customer, none of the batteries in that manufactured lot will be shipped to this customer.

Three different charge/discharge tests are performed. A range of expected battery performance as indicated by these three tests is shown in the performance graphs below. One battery, under test, had the following recovery characteristics:

  • It recovered 80% after it was 100% discharged and recharged 500 times
  • It recovered 75% percent after it was 50% discharged and recharged 600 times (and)
  • It was 30% discharged in less than 30 minutes and recovered 70% after 1,200 charge/discharge cycles.
The Tech did not authorize shipment of this lot of batteries to the customer. YES  or NO. Submit your answers below the blog post, or on www.fl-ate.org.


3D Printing: The New Technological Frontier to Engage Students in STEM & Manufacturing

The constant and consistent call to action for American education has been to increase their interest and performance in science, technology, engineering, and math (STEM). Additionally, a recent clarion call has been issued to inform students about the important role of manufacturing in our nation’s economic growth, homeland security, and desire to remain the most competitive and innovative nation in the world. Educators have discovered that robotics is a low-cost, effective method of providing engaging, exciting, and enriching lessons in literacy, mathematics, science and technology. Using robotics as a hook in K-12 education has become a successful initiative for increasing the interest of both boys and girls in STEM career and educational pathways. 

The “Maker Movement” centered on 3D printing, is driving a similar effect on STEM interest for our youth. With the ease of use and the availability of 3D printers, formal and informal educators are using additive manufacturing projects with students to peak their curiosity about “making” and manufacturing. Just as robotics offers a relatively easy entry into programming and problem solving, 3D printers can be the first step to introduce students to the processes of planning, designing, making and testing their own ”products”.

Through the push of the maker movement, hobbyists’ insatiable demand for 3D printers have driven
the costs of printers down so that they are fairly reasonable for most school districts and even families. The software needed to make 3D models is accessible to students free of charge.  Students can download 3D CAD software from Autodesk for free while younger students may use Autodesk’s Tinkercad software online. The one crucial ingredient needed to really make 3D printing ubiquitous in schools is curriculum and curriculum integration. Robotics had a huge increase in momentum when educational institutions such as Carnegie Mellon, Tufts, and Sinclair Community College developed and disseminated curriculum, resources, and challenges that formal and informal educators could use inside and outside the classroom. These curricula include alignment to academic standards so teachers can integrate into their existing curriculum.  Many teachers need professional development, but after a few targeted sessions together with good curriculum, they are on their way. Across the country students began using robots to design, build and program robots of all types and learning, and reinforcing science, technology, engineering and math principles at the same time. 

The 2007 FLATE robotics camps for middle school students were cutting edge and unique among summer camp offerings for kids. FLATE’s Best Practice Guide for Robotics Camp, published in 2009, has been distributed nationwide and used by colleges, university, and non-profit groups everywhere to increase STEM outreach efforts. Additionally, FLATE, in partnership with other organizations, has coordinated professional development workshops to help educators integrate robotics concepts into their classroom curriculum to meet state standards in mathematics, science, literacy, and technology. A few other organizations in Florida also started offering robotics camps, however, the idea of teaching K-12 students to program robots was not mainstream five years ago.  

3D printing/additive manufacturing should follow a similar path. In order for educators to stimulate
students with 3D printing, standardized curriculum and integration models are needed.   3D modeling can help students understand some advanced math concepts in geometry, algebra and trigonometry. Science students can discover the differences in materials used for manufacturing. 3D printing, like robotics, can help students develop teamwork skills, improved problem-solving skills and expose students to the engineering design process. Structured lessons for all secondary levels and educator professional development will provide the support that education needs to use 3D printing as another powerful tool to engage students in relevancy of STEM in their everyday lives and provide the opportunities for them to explore and consider STEM career paths.  

Each summer, FLATE offers a high school camp in which students use SolidWorks to design objects based on given design specifications. In 2015, campers will incorporate microprocessors and 3D printers for their camp projects. 3D printers will be added to a growing list of 21st century technologies that must be used to help engage students in STEM and keep our nation globally competitive and the number one innovative nation in the world.  For more information about additive manufacturing contact Dr. Marilyn Barger at barger@fl-ate.org. For information about FLATE summer camps contact Desh Bagley at bagley@fl-ate.org, or visit http://madeinflorida.org/camps-workshops.